Utilizing Local Culture and Potential of Sukabumi City and Regency to Develop Integrated Science Teaching Materials Based on Ethnoscience [Pemanfaatan Budaya dan Potensi Lokal Kota dan Kabupaten Sukabumi Untuk Mengembangkan Bahan Ajar IPA Terpadu Berbasis Etnosains]

Abstract

Artikel ini mengkaji pemanfaatan budaya dan potensi lokal Kota dan Kabupaten Sukabumi sebagai basis pengembangan bahan ajar IPA terpadu berbasis etnosains. Dengan pendekatan studi pustaka dan kajian deskriptif, tulisan ini mengidentifikasi berbagai praktik budaya dan sumber daya lokal yang dapat dijadikan konteks pembelajaran IPA. Hasil kajian menunjukkan bahwa integrasi kearifan lokal (seperti tradisi pertanian, perikanan, dan kerajinan) dengan konsep-konsep IPA dapat meningkatkan relevansi pembelajaran, melestarikan budaya, serta memperkuat keterampilan proses sains siswa. Pembinaan terhadap guru IPA SMP dilakukan dengan sistem blended learning, yang menggabungkan model daring dan tatap muka. Pada tatap muka diberikan paparan mengenai keterpaduan IPA dan metode pengembangan bahan ajar 4STMD. Dua kali pertemuan dilakukan secara daring untuk memberikan pembinaan progress pengembangan bahan ajar. Pelatihan dilakukan selama 8 jam per minggu, sehingga seluruhnya 32 jam. Hasil dari pembinaan ini menunjukkan bahwa guru-guru IPA mampu mengembangkan tema-tema IPA terpadu berbasis etnosains sebanyak 7 tema secara berkelompok, sehingga menghasilkan beberapa bahan ajar IPA terpadu.

This article examines the use of local culture and potential in Sukabumi City and Regency as a basis for developing integrated science teaching materials based on ethnoscience. Using a literature study and descriptive study approach, this paper identifies various cultural practices and local resources that can be used as a context for science learning. The results of the study indicate that the integration of local wisdom (such as agricultural, fishery, and craft traditions) with science concepts increases the relevance of learning, preserves culture, and strengthens students' science process skills. The coaching, for Junior High School teachers, is carried out using a blended learning system, which combines online and face-to-face models. In the face-to-face sessions, an explanation is given regarding the integration of science and the 4STMD teaching material development method. Two online meetings are held to provide guidance on the progress of teaching material development. Training is carried out 8 hours per week, for a total of 32 hours. The results of this training show that science teachers are able to develop 7 integrated science themes based on ethnoscience in groups, resulting in several integrated science teaching materials.